Feb 22, 2012.  (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific.

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Presentation on theme: "Feb 22, 2012.  (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific."— Presentation transcript:

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 (4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to:

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Provides a selectively permeable barrier around the cell Controls the passage of substances in and out of the cell. Maintains homeostasis for the cell.

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 Cells will shrivel when put into a solution with MORE SOLUTE. Ex. salt water (Hypertonic)  If solute concentration is equal on both sides of the membrane, the cell does not change. (Isotonic)  Cells will swell or burst when put into a solution with LESS SOLUTE Ex. Fresh water (Hypotonic)

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Living prokaryote Non –living – not made of cells must reproduce in host cell

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▪ Lysogenic pathway ▪ The virus stays within the cell until certain environmental triggers cause it to enter the lytic cycle.

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 A vaccine is a biological preparation that improves immunity to a particular disease.  A vaccine typically contains an agent that resembles a disease-causing microorganism, and is often made from weakened or killed forms of the microbe.

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 (5) Science concepts. The student knows how an organism grows and the importance of cell differentiation.

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During the cell cycle, cell grows, prepares for division, and divides to form two daughter cells, each which begins the cycle again.

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 A codon designates an amino acid  An amino acid may have more than one codon  There are 20 amino acids, but 64 possible codons  Some codons tell the ribosome to stop translating

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 Transcription- mRNA leaves the nucleus through its pores and goes to the ribosomes  Translation is the process of decoding the mRNA into a polypeptide chain

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DELETION – loss of a chromosomal segment DUPLICATION – repeat a segment INVERSION – reverses a segment TRANSLOCATION – move segment from one chromosome to another error of replication error of crossing over

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4 haploid (N) cells Genetically different from each other & the original cell

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(7) Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life.

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Fossil recordHomologies  Similar characteristics due to relatedness are known as homologies.

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 Another example of homology is the forelimb of tetrapods (vertebrates with legs).

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 Snakes have legged ancestors. Some species of living snakes have hind limb- buds as early embryos but rapidly lose the buds and develop into legless adults. The study of developmental stages of snakes, combined with fossil evidence of snakes with hind limbs, supports the hypothesis that snakes evolved from a limbed ancestor.

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 Different species share genetic homologies as well as anatomical ones. Roundworms, for example, share 25% of their genes with humans.  These fundamental similarities are most easily explained by evolutionary theory: life shares a common ancestor.

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WHAT OTHER INDUSTRIES WOULD BE WORRIED ABOUT RESISTANCE? Life Sciences-HHMI Outreach. Copyright 2006 President and Fellows of Harvard College. http://evolution.berkeley.edu/evolibrary/home.php

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Life Sciences-HHMI Outreach. Copyright 2006 President and Fellows of Harvard College. ALL IMAGES: http://evolution.berkeley.edu/evolibrary/home.php

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 (8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: